全文获取类型
收费全文 | 244篇 |
免费 | 3篇 |
专业分类
教育 | 204篇 |
科学研究 | 2篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 5篇 |
2016年 | 8篇 |
2015年 | 4篇 |
2014年 | 9篇 |
2013年 | 70篇 |
2012年 | 4篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 11篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 3篇 |
1969年 | 2篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1957年 | 2篇 |
排序方式: 共有247条查询结果,搜索用时 15 毫秒
41.
42.
43.
An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable. 相似文献
44.
There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers 相似文献
45.
Abstract This study was designed to determine if the skinfold measurements on an exercised arm would decrease as a result of regular weight training with that arm. Thirty-two subjects completed three sets of 7-RM curls and three sets of 7-RM triceps extensions on either a daily or an alternate day schedule for a period of 6 weeks. The nonexercised arm was measured to establish the specificity of the spot reduction on the exercised arm. The results indicate that hard exercise in a specific area of the arm will result in a reduction of the subcutaneous adipose tissue in that area. 相似文献
46.
During the past two decades institutions of all types have sought to expand and enhance residential facilities. Institutional
focus on scale, configuration, amenities, and academic integration has sought to leverage prior research documenting the multiple
and often positive impacts of on-campus residence. Although institutional size has been documented to differentially impact
student engagement [Kezar, A. J. (2006). NASPA Journal 43(1): 87–114], few studies, however, have directly explored the effect of residential expansion on student engagement. This
study, based on a sample of 731 first-time freshmen explores NSSE results before and after the opening of a residential facility
that doubled on-campus living at a single, metropolitan institution. Results indicate limited positive differences after opening,
and suggest that structure, in the form of size, does not, in and of itself, contribute significantly to shifting engagement.
Additionally, these results suggest an alternative method for using NSSE data in institutional analyses. 相似文献
47.
R. K. Olson J. J. Gillis J. P. Rack J. C. Defries D. W. Fulker 《Reading and writing》1991,3(3-4):235-248
Measures of word recognition (REC) and two component skills, phonological coding (PHON) and orthographic coding (ORTH), were subjected to multivariate behavioral genetic analysis. Data were obtained from a sample of identical and fraternal twin pairs wherein at least one member of each pair was reading disabled (RD), and from a sample of twins wherein both members of each pair read in the normal range. Confirmatory factor analysis was used to fit the genetic, common environmental, and specific environmental covariance components for REC, PHON, and ORTH within the RD and normal simples. The resulting heritability estimates for REC, PHON, and ORTH were 0.59, 0.41, and 0.05 in the RD sample, and 0.35, 0.52, and 0.20 in the normal sample. After dropping the nonsignificant common environment parameters from the models, the genetic correlations between REC and PHON and between REC and ORTH were respectively 0.81 and 0.45 in the RD sample, and 0.68 and 0.45 in the normal sample. Differences between the genetic correlations were significant in the RD sample (p<0.005), marginally significant in the normal sample (p<0.10), and highly significant in the combined sample (p<0.001), indicating that genetic influences on individual differences in REC are more strongly related to genetic variance in PHON than in ORTH. These results are consistent with previous demonstrations of substantial genetic covariance between the disabled group's deficits in REC and PHON, but not between REC and ORTH (Olson et al., 1989; Olson and Rack, 1990). 相似文献
48.
To test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 223 pairs of identical twins and 169 pairs of same-gender fraternal twins in which at least one member of each pair was classified with reading disability were subjected to multiple regression analysis (DeFries & Fulker, 1985, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)2) was .58 (+/- .08). However, when the basic regression model was fitted separately to data from twin pairs with average Wechsler (1974, 1981) full scale IQ scores below 100 or 100 and above, resulting estimates of h(g)2 were .43 and .72, respectively, a significant difference (p < or = .03, one-tailed). The results of fitting extended regression models to reading performance and continuous IQ data provide evidence that the genetic etiology of reading disability differs as a linear function of IQ (p < or = .007, one-tailed). These results suggest that IQ is relevant for the diagnosis of reading disability and that environmental influences may be more salient as a cause of reading difficulties in children with lower IQ scores. 相似文献
49.
Learning through experience and learning through media 总被引:1,自引:0,他引:1
50.
Smith SD Kelley PM Askew JW Hoover DM Deffenbacher KE Gayán J Brower AM Olson RK 《Journal of learning disabilities》2001,34(6):512-519
Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved. 相似文献